The Art of Cyber-Pedagogy
Yesterday, I read a really interesting article by Michael J. Bugeja in The Chronicle of Higher Education, entitled "Master (or Mistress) of Your Domain" (shades of Jerry), with the descriptive subtitle: "Creating a Web site for your latest book can showcase the work and aid your case for tenure and promotion."
I'll put aside the issue of aiding one's case for tenure and promotion. I'd like to suggest that it might actually aid one's cause (which might not actually aid one's tenure or promotion). And I think more classical liberal and libertarian scholars should consider doing it.
First, let's take a look at Bugeja's points. He writes:
For better or worse, the Internet is playing a larger role in editorial decisions about books and in promotion and tenure evaluations. It is commonplace for external reviewers to Google Web sites or troll databases before rendering their decisions on behalf of publishing houses and institutions.
Search committees also are using the Web to evaluate the writing or scholarship of job applicants before inviting them to on-campus interviews. ...
I advise authors to create a Web site with the title of their texts as the domain name and to assemble other sites with domain names identifying their scholarship. ... Authors are responsible for getting their books reviewed, purchased by libraries, and adopted by professors for use in research or in the classroom. In the past, that required an author to fill out a questionnaire for the publisher, identifying editors, book reviewers, and colleagues who might have interest in the work. The Internet has changed that.
Bugeja explains how he marshalled his own resources to promote his own work. Who is a better salesperson than the person who authors the work and knows it, inside-out? He "e-mailed reviewers and technology columnists, directing them to the Web site" he had established for his book, "asking if they would like a copy. Several said yes, generating reviews and citations that I added to my site under 'latest news.' Without the site, the book would have died along with the trees that gave it life at the printing press. Instead, it went on to win a research award with reviews in top publications. That's the benefit of a book site."
Bugeja tells us that his book site boosted classroom sales too. He reminds us that those who surf the web expect some things for free. The Internet may not be a "medium for professors concerned about copyright issues or intellectual property," but Bugeja encourages authors "to share [their] pedagogies or methodologies," giving readers, potential teachers and students alike, "all manner of free information, including lectures for each chapter; sample syllabi for large, middle-range, senior, master's, and doctoral classes; end-of-chapter materials; forms for paper assignments, journal exercises, and presentations; sample midterms and final exams; a bibliography; and an index." He even provides
a 103-page instructor's manual in both Word and PDF formats. Online manuals save the publisher printing costs and allow potential users to manipulate syllabi, lectures, and other downloads. The most popular free feature on my site is a twice-monthly teaching module meant to stimulate classroom discussion. To date, I've added more than two dozen such modules to the site on content too topical to include in a new edition but nonetheless related to the concept of the work.
I especially like Bugeja's suggestion that authors archive "reviews, recent articles, and information about" themselves. I've been doing such things for over ten years now on my own site, and I've had URL forwarding for the titles of all of my books. Just try typing totalfreedomtowardadialecticallibertarianism.com or, more simply, marxhayekandutopia.com, and see where that takes you. I'll never forget how my pal and colleague, Lester Hunt, once characterized my site. Linking to it from his site, he wrote: "Chris is a true liberal. In the interest of provoking dialogue, he puts some very adverse criticisms of his controversial work on his site, together with his replies." I think that's actually very important. And I think more liberal/libertarian scholars should be doing it precisely because it documents the history of a discussion of a particular work, while also providing the basis for future dialogue.
The one thing authors should not supply, of course, is: the book. But links to services where you can order the book online are always helpful. As Bugeja puts it: "That's the point of the site, and all links lead to that outcome."
I've not yet put a syllabus for my books online, but I do have one available for use in a cyberseminar that I give now and then on my "Dialectics and Liberty" trilogy. But Bugeja has given me a good idea about developing more study guides and syllabi for my various publications so as to facilitate their use in the classroom.
It would be a good idea, I think, if those in the liberal/libertarian academy do more to develop these kinds of web resources in a more formal manner. It is one way to develop a "parallel institution" of learning, while at the same time providing a blueprint for the use of such materials in established institutions of learning. Additionally, it gives each of us, as authors of the works, a chance to frame the discussion in a way that is most likely to generate further interest in our own contributions and the contributions of our colleagues in the libertarian academy. I've seen some development of this model on the sites of some of my colleagues; in the light of Bugeja's essay, I think this is something that can benefit each of us individually and the cause of liberty more generally.